Doctor of Education (EdD)
Academic Mindset, At Promise Youth, Mathematics, Middle School, NWEA, Self-Efficacy
Educational leadership; Education; Educational psychology
California’s accountability system has blended its focus on noncognitive factors of achievement as well as evidence of academic growth. School districts are becoming increasingly interested in developing noncognitive factors in their students to help increase student achievement. With the wide variety of mandates and responsibilities schools are shouldering, it will be important to continue developing methods to increase all school accountability metrics in relation with each other. This research aims to explore the relationship between noncognitive factors and mathematics achievement as measured by the Northwest Evaluation Association’s Measure of Academic Progress assessment (MAP). This study surveyed 8th graders throughout a school district to measure their ratings of self-efficacy and growth mindset, two major noncognitive factors found in the research to be major drivers of student achievement. During this research study I developed a new instrument, the Self-Efficacy and Academic Mindset (SEAM). The survey instrument was adapted from the Mindsets Essential Skills and Habits survey (MESH), a survey used by the CORE districts of California to measure and evaluate the noncognitive factors of their students. The survey was conducted in conjunction with the fall 2020 administration of the MAP assessment.
Mansfield, Michael Lockwood, "The Role of Self-Efficacy and Academic Mindset on Middle School Math Achievement for At Promise Youth: An Explanatory Study" (2021). Dissertations. 56.